Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa; Judy St John; Emmanuella Emovon

Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa, Judy St John, Emmanuella Emovon

Hertfordshire Business School

Research output: Contribution to journal › Article › peer-review

Abstract

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students’ success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

Original language	English
Journal	Journal of Widening Participation and Lifelong Learning
Volume	23
Issue number	3
Publication status	Accepted/In press - Dec 2021

Keywords

Black, Asian and minority ethnic; transition; belonging; isolation; inclusive curriculum; employability; Thinking Group; higher education; business school; awarding gap

Embargoed Document

Copyedited unformatted version for RIS - Thinking Group Article
Accepted author manuscript, 22.7 KB
Licence: Unspecified

Cite this

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abstract = "A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a {\textquoteleft}Thinking Group{\textquoteright} (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students{\textquoteright} success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.",

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AB - A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students’ success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

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Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Abstract

Keywords

Embargoed Document

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